Software and methodological support
correctional and developmental work of a speech therapist
Ivanova Yu.V. Preschool speech center. Documentation, planning and organization of work. - M - 2014
Filicheva T.B., Tumanova T.V., Chirkina G.V. Education and training of preschool children with general speech underdevelopment. Program-methodical recommendations. - M. - 2009
Chirkina G.V. Programs of preschool educational institutions of a compensatory type for children with speech impairments. - M. - 2014
Zhukova N.S. Speech therapist lessons. Correction of speech disorders. - M. - 2012
Bogomolova A.I. Violation of pronunciation in children. - M. - 1979
Krause E.N. Speech therapy classes with children of early and young age. - SPb. - 2012
Gomzyak O.S. We speak correctly at 6-7 years old. Summaries of classes on the development of coherent speech in the preparatory logogroup. - M. - 2014
Gomzyak O.S. We speak correctly at 6-7 years old. Picture material for lecture notes on the development of coherent speech in the logogroup preparatory to school. - M. - 2015
Konovalenko V.V., Konovalenko S.V., Kremenetskaya M.I. Individual-subgroup work on sound pronunciation correction. - M. - 2014
Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with FFN. 1 period. - M. - 2014
Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with FFN. 2 period. - M. - 2014
Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with FFN. 3 period. - M. - 2014
Konovalenko V.V. We write and read. Notebook number 1. Teaching older preschool children to read and write with correct (corrected) sound pronunciation. - M. - 2013
Konovalenko V.V. We write and read. Book number 2. Teaching to read and write older preschool children with correct (corrected) sound pronunciation. - M. - 2013
Konovalenko V.V. We write and read. Book number 3. Teaching to read and write older preschool children with correct (corrected) sound pronunciation. - M. - 2013
Konovalenko V.V. We write and read. Book number 4. Teaching to read and write older preschool children with correct (corrected) sound pronunciation. - M. - 2013
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 1 to consolidate the pronunciation of whistling sounds C, Z, C in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 2 for strengthening the pronunciation of whistling sounds C, C in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 3 for strengthening the pronunciation of hissing sounds W, F in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 4 to consolidate the pronunciation of hissing sounds CH, Щ in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 5 to consolidate the pronunciation of the sound Л in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 6 to consolidate the pronunciation of the sound Л in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 7 to consolidate the pronunciation of the sound P in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Home exercise book No. 8 to consolidate the pronunciation of the sound Pb in children 5-7 years old. - M. - 2015
Konovalenko V.V., Konovalenko S.V. Articulation, finger gymnastics and breathing and voice exercises. Appendix to a set of notebooks for consolidating the pronunciation of sounds in preschoolers
Golub V.T. Graphic dictations. - Voronezh. - 2014
Nikiforova V.V. Graphic dictations. 1 class. - Moscow. - 2014
Rakhmanova E.M. Graphic dictations for preschoolers. - M. - 2008
O. A. Bezrukova Grammar of Russian speech. Part 1. - M. - 2013
O. A. Bezrukova Grammar of Russian speech. Part 2. - M. - 2013
O. A. Bezrukova Russian language in illustrations for preschoolers. - M. - 2011
Tkachenko T.A. Development of phonemic perception.
Konovalenko V.V., Konovalenko S.V., Kremenetskaya M.I. We distinguish between hard and soft paired consonants. Phonemic and lexical-grammatical exercises with children 6-8 years old. - M. - 2014
Konovalenko V.V., Konovalenko S.V. Game library of speech games. Issue 9. Consonants hard and soft. Games and exercises to prevent writing disorders in children 5-7 years old.
Konovalenko V.V., Konovalenko S.V. Game library of speech games. Issue 8. Voiced and voiceless consonants. Games and exercises to prevent writing disorders in children 5-7 years old.
Fomicheva M.F. Raising the correct sound pronunciation in children
Gomzyak O.S. The development of coherent speech. Frontal speech therapy classes on the lexico-semantic topic "Winter" in the preparatory group for school for children with OHP. Picture material.
Visual aids for writing sentences and oral stories. Appendix to the manual "On the way to the alphabet". A guide for preschoolers.
Kashirina I.I., Paramonova T.M. Educational lotto game for children 5-8 years old. Prepositions in, on, under, to, from.
Kashirina I.I., Paramonova T.M. Educational lotto game for children 5-8 years old. Prepositions with, from, at, for, over.
Visual materials on the topic "Prepositions". Appendix to the manual "On the way to the alphabet"
Radlov N. Stories in Pictures. - M. - 2013
T.R. Nasonova, O.V. Burlakina Action words. From sentence to story. Educational and game kit.
Lebedeva L.V., Kozina I.V., Kulakova T.V., Antokhina N.V., Pavlova T.S., Lvova T.V., Prokopova S.P., Zhuravleva N.N., Chernyshova I .N. Summaries of classes for teaching children to retell using support schemes. Preparatory group... - M. - 2009
Nikolaev A. How to teach a child to build sentences. - M. -2012
Tkachenko T.A. Schemes for composing descriptive and comparative stories by preschoolers.
Alifanova E.A., Egorova N.E. Phrase constructor
N.V. Nishcheva The little game is different. Games for the development of the phonetic-phonemic side of speech in older preschoolers.
Bardysheva T.Yu., Monosova E.N. Methodical recommendations for the visual didactic manual "Teaching coherent speech of children 6-7 years old." Picture-graphic plans of stories. - M. - 2013.
Druzhko Lilia Vladimirovna
Table of contents.
Characteristic speech development children with FNR, FFNR
Characteristics of speech development in children with OHP.
Analytical information on the speech center.
The purpose, objectives and principles of the speech therapist teacher at the speech therapy center of the preschool educational institution for the implementation of correctional and developmental work with children with speech disorders
Target benchmarks (planned results) in the educational area "Speech development"
Interim planned results in the educational area "Speech development"
Explanatory note 3
Characteristics of the age characteristics of pupils 5
Features of implementation educational process 11
Target component of the work program speech therapist preschool teacher 13
Content component of the work program
teacher-speech therapist DOE. eighteen
Annual work plan of a speech therapist teacher
Perspective plan of work with children 5-6 years old with FNR, FFNR and OHR
A long-term plan of work with children 6-7 years old with FNR, FFNR and OHR
Calendar-thematic work plan for the formation of LHSR and coherent speech in children with OHR
Plan of individual work on sound pronunciation at a speech therapy center
Description of correctional educational activities in accordance with the directions of the child's speech development
5.2. Description of variable forms, methods, methods and means, implementation of the work program of a speech therapist teacher
5.3. Features of interaction of a speech therapist teacher with families of pupils
Organizational component of the program. 23
6.1. Material and technical support for the work of a speech therapist at a preschool educational institution
6.2. Security teaching materials and training tools for correctional speech therapy process
6.3. Regulations for corrective speech therapy educational activities
6.4. Features of the subject-developing spatial environment of the speech therapy office
1.Explanatory note.
Currently, the requirements for the educational process are based on federal state educational standards preschool education (FGOS DO) and require taking into account the needs of each child and maximum individualization. Many problems of learning difficulties lie in early and preschool age, and very often can be caused by impaired psychophysical and speech development, a low level of formation of cognitive interests, immaturity of the emotional and personal sphere, an unfavorable social environment, or a combination of both factors.
It is known that the earlier the purposeful work with the child begins, the more complete the correction and compensation of the defect can be, as well as the prevention of secondary developmental disorders. The current stage of development of the system of early assistance to children with disabilities, in particular with speech impairments, in preschool conditions educational institution characterized by increased requirements for the organization and implementation of the correctional and educational process and is aimed at social adaptation and integration of children into society. All of the above causes the need to develop the content of the Working Program for the correctional and developmental activities of a speech therapist in the conditions of a speech therapy center of a preschool educational organization.
Working program of correctional educational activity of speech therapist teacher Khadartseva O.A. is designed for the 2015-2016 academic year and is intended for children 5-7 years old with speech disorders (FN, FFNR, ONR, etc.), enrolled by the decision of the PMPK to the speech therapy center of the preschool educational institution.
This Work Program is a regulatory and administrative document of a preschool educational institution that characterizes the systempsychological and pedagogical support of children with speech disorders in the conditions of the educational process.
The regulatory and legal basis for the development of the Working Program for the correctional and developmental educational activity of the speech therapist teacher is:
UN Convention on the Rights of the Child;
Declaration of the Rights of the Child;
Basic Educational Program of a Preschool Educational Institution (PRED).
Law on Education 2013 - Federal Law of December 29, 2012 N 273-FZ "On Education in Russian Federation"
Order of the Ministry of Education and Science of the Russian Federation "On the approval of the federal state educational standard preschool education "dated October 17, 2013 No. 1155
Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1014 "On approval of the procedure for organizing and carrying out educational activities in the main general educational programs - educational programs of preschool education"
Resolution of the Chief State Sanitary Doctor of the Russian Federation of May 15, 2013 N 26 "On approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations "
The program of speech therapy work to overcome the phonetic-phonemic speech underdevelopment in children. Authors: T. B. Filicheva, G. V. Chirkina;
The program of speech therapy work to overcome the general underdevelopment of speech in children. Authors: T.B. Filicheva, G.V. Chirkina, T.V. Tumanova;
Regulations on the speech therapy point of the preschool educational institution;
as well as the development of domestic scientists in the field of general and special pedagogy and psychology.
Thus,The work program is developed taking into account the goals and objectives of the main educational program of preschool education, the needs and capabilities of preschool children. The program defines correctional tasks, main areas of work, conditions and means of forming phonetic-phonemic, lexical-grammatical aspects and coherent speech. This work program is intended for teaching and educating children of senior preschool age 5-7 years old with various speech pathologies (mainly FFNR, ONR), enrolled in the speech therapy center of the preschool educational institution.
2. Characteristics of the age characteristics of the pupils.
2.1 Characteristics of speech development in children aged 5-7 years with FFNR, FNR
Phonetic-phonemic speech underdevelopment is a violation of the processes of the formation of pronunciation in children with various speech disorders due to defects in the perception and pronunciation of phonemes. Children with FFNR are children with rhinolalia, dysarthria, dyslalia of acoustic-phonemic and articulatory-phonemic forms. Without sufficient formation of phonemic perception, it is impossible to form its highest stage - sound analysis. Sound analysis is an operation of mental division into constituent elements (phonemes) of different sound complexes: combinations of sounds, syllables and words. In children with a combination of impaired pronunciation and perception of phonemes, there is an incomplete process of formation of articulation and perception of sounds that differ in acoustic-articulation features. The level of development of children's phonemic hearing affects the acquisition of sound analysis. The degree of underdevelopment of phonemic perception can be different.
IN phonetic and phonemic underdevelopment of children reveals several conditions:
difficulties in analyzing sounds disturbed in pronunciation;
with formed articulation, non-discrimination of sounds related to different phonetic groups;
inability to determine the presence and sequence of sounds in a word.
The main manifestations that characterize the FFNR:
undifferentiated pronunciation of pairs or groups of sounds, i.e. the same sound can serve as a substitute for two or more sounds for a child. For example, instead of the sounds "s", "h", "w", the child pronounces the sound "t": "tyumka" instead of "bag", "tyaska" instead of "cup", "hoe" instead of "hat";
replacing some sounds with others with a simpler articulation, i.e. complex sounds are replaced by simple ones. For example, a group of whistling and hissing sounds can be replaced by the sounds "t" and "d", "r" is replaced by "l", "w" is replaced by "f". "Tabaka" instead of "dog", "lyba" instead of "fish", "fuba" instead of "fur coat";
mixing of sounds, i.e. erratic use of a number of sounds in different words. A child can use sounds correctly in some words, and in others replace them with similar ones in articulation or acoustic signs. For example, a child knows how to correctly pronounce the sounds "p", "l" and "s" in isolation, but in speech statements instead of "a carpenter planes a board" he says "an old man is laying a board";
other pronunciation shortcomings: the sound "r" - throat, the sound "s" - tooth, lateral, etc.
In the presence of a large number of defective sounds in children with FFNR, the syllable structure of the word and the pronunciation of words with a confluence of consonants are disturbed. The nature of impaired sound pronunciation in children with FFNR indicates a low level of development of phonemic perception. The lack of formation of phonemic perception is expressed in:
fuzzy distinction by ear of phonemes in one's own and someone else's speech;
unpreparedness for elementary forms of sound analysis and synthesis;
difficulties in analysis sound composition speech.
In children with FFNR, there is some underdevelopment or violation of higher mental processes:
attention in such children can be unstable, unstable and drying up, as well as poorly formed voluntary attention, when it is difficult for a child to concentrate on one subject and, on a special task, switch to another;
the amount of memory may be narrower than the norm. In this case, the child will need more time and repetitions to remember the given material;
features in the course of mental operations are noted: along with the predominance of visual-figurative thinking, children may find it difficult to understand abstract concepts and relationships. The speed of the course of mental operations can be somewhat slowed down, as a result of which the perception of educational material, etc., can also be slowed down.
Based on the listed features of the highest nervous activity, children with FFN in pedagogical terms are characterized as follows:
behavior may be erratic, with frequent mood swings;
difficulties may arise in mastering educational activities, because in the classroom, children quickly get tired, it is difficult for them to complete one task for a long time;
there may be difficulties in memorizing the instructions of the teacher, especially - two-, three-, four-step, requiring step-by-step and sequential implementation;
in a number of cases, there are features of a disciplinary nature.
Unlike children with FNR, children with phonetic speech impairment (FND) do not have phonemic hearing and perception impairments.
FNR is a violation of sound pronunciation with normal physical and phonemic hearing and a normal structure of the speech apparatus. There may be a disorder of a single sound or several sounds at the same time. As a rule, such violations of sound pronunciation are associated with a violation of articulatory motor skills or its insufficient formation. The child cannot correctly perform movements with the organs of articulation, especially the tongue, as a result of which the sound is distorted. (Motor speech disorder).
Such disorders can manifest themselves:
in the absence (skipping) of sound - "aketa" instead of "rocket"
in distortions - the throat pronunciation of the sound p, cheek - w, etc.
Most often violated:
whistling sounds - S, Z (and their soft pairs), C
hissing sounds - Ш, Ж, Ч, Щ
sonorant (lingual) - L, R (and their soft pairs)
back-lingual - K, G, X (and their soft pairs)
Wrong pronunciation can be observed in relation to any consonant sound, but less often those sounds that are simple in the way of articulation and do not require additional movements of the tongue (m, n, n, t) are disturbed.
2.1 Characteristics of speech development in children aged 5-7 years with OHP.
OHP is a speech disorder in which children with normal hearing and relatively intact intelligence have underdevelopment of all components speech system (phonetic-phonemic and lexical-grammatical). This is due to the fact that in the process of optogenesis, all components develop in close interconnection, and the underdevelopment of one component causes the underdevelopment of other components of the speech system.
The speech experience of children with OHP is very limited, the language tools they use are imperfect. They are far from fully satisfying the need for oral instruction. Therefore, the spoken language of children with these speech disorders turns out to be poor, laconic, closely related to a certain situation. Outside of this situation, it often becomes incomprehensible. Coherent (monologic) speech, without which there can be no full-fledged assimilation of the knowledge acquired by children, either develops with great difficulties, or, in general, is completely absent.
All these deviations in the development of speech are not independently overcome and do not disappear. Therefore, the speech development of such children can be ensured only if a system of corrective measures is used that provides for the formation of speech practice, in the process of which the mastery of the phonemic and lexical-grammatical laws of the language occurs, the teaching of speech as a means of communication and generalization.
The allocation of OHP is the allocation of a certain symptom complex. This group is complex. There are different categories of children: children with motor and sensory alalia; children with delayed speech development as a symptom of delay mental development; children with dysarthria; children with delayed speech development of unexpressed etiology.
The level of general speech underdevelopment can be different: from the complete absence of speech teaching aids, to detailed speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment.
Levina R.E. identified three levels of general speech underdevelopment:
the most difficult - OHP level 1;
medium - OHP level 2;
lighter - OHP 3 levels.
2.2 General speech underdevelopment I level.
There is an almost complete absence of verbal means of communication. Children of four to five years of age have a very poor vocabulary, which includes no more than 20 words. The child uses either words - onomatopoeia ("bb"), or babbling words (fragments of a full expanded word, for example, "utu" instead of "rooster"). These sound components are accompanied by facial expressions and a lot of gestures. There are also many words of diffuse meaning: one word has many meanings (for example, “paw” is all that with the help of which one moves: legs, wheels, and paws). The word does not have a specific meaning. Sometimes the same thing is called by different words. The child changes one word to another (for example, the action replaces the name of the object, "shelter" (bed) instead of "sleep"). The sound structure of words is very grossly distorted; as a rule, a monosyllabic structure is reproduced, less often a two-syllable one.
Phonemic perception, analysis and synthesis are absent. The phonetic side of speech is also grossly disturbed, sound pronunciation is blurred. At this level of speech development, it is difficult to determine which sound the child is making. The passive vocabulary is broader than the active vocabulary, but the understanding of speech is still limited by the situation. The grammatical structure of speech is practically not formed. Inflection and word formation are absent. A phrase appears, but there is no exact connection between the words, there is no grammatical design, there is no connection in the form of prosody and intonation, i.e. phrasal speech is either completely absent at the first level of the OHP, or is characterized by fragmentation.
General speech underdevelopment II level.
At the second level, the child's speech capabilities increase significantly. Children have a fairly large vocabulary. The speech is dominated by nouns, few verbs, and even fewer adjectives. There are a lot of verbal errors in the speech of children (for example, “escapes” instead of “cleans”, “erases”, “washes”), especially verbal ones. There is a lot of confusion, there is inaccuracy in the meanings of words. There are a lot of amorphous verbs in the child's speech (“does”, “goes”, “stands”, etc.). The child uses phrasal speech. Common suggestions appear. From the point of view of the number of words, the sentences are quite voluminous, but grammatically the phrase is framed incorrectly. Not all forms are differentiated correctly. The child incorrectly uses non-sentence case forms (incorrect agreement of nouns and adjectives in the neuter gender, especially in indirect cases). Prepositional case constructions are reproduced incorrectly. For example: “I was Lelka” instead of “I was at the Christmas tree”. In general, prepositions and conjunctions are rarely used. Children with the 2nd level of OHP are characterized by gross violations of the grammatical structure of speech. There is a large number of agrammatisms when using nouns, verbs; adjectives are used extremely rarely, because they are abstract. Children have learned only simple forms inflection. Word formation is grossly violated. It practically does not exist, except for diminutive forms. In children with the 2nd level of speech underdevelopment, syntactic sentences are much better formed than in children with the 1st level of OHP. Speech comprehension is greatly improved. The child differentiates many acoustically close words, but not all. The phonemic side of speech is impaired, the child cannot distinguish sound from the background of the word. The sound-syllable structure of words is more developed (the child reproduces two or three words). But there is a gross distortion of polysyllabic words, especially syllables with a confluence. Words are reproduced variably (for example, "hell" instead of "star"). Violation of sound pronunciation is polymorphic in nature. Vowels and sounds that are simple in articulation are pronounced correctly. As a rule, confluences and replacements are observed. Substitutions characterize the delay in the phonetic development of the child.
Thus, children with OHP level 2 have morphological and syntactic agrammatisms, primitive coherent speech, understanding of speech remains incomplete, because many grammatical forms do not differ enough.
General speech underdevelopment III level.
This level is characterized by the fact that everyday speech becomes more detailed, there are no gross phonetic and lexico-grammatical violations. The sound side is relatively formed, but there are violations of pronunciation of sounds that are difficult in articulation and violations of the sound-syllable structure of the word. Especially large violations are observed in all forms of coherent speech (story based on a plot picture, story on a given topic). There are inaccuracies in the use of many words, verbal paraphasias. There is a lack of formation of semantic fields. The active dictionary contains nouns, verbs, but few adjectives, complex prepositions and conjunctions, but they are already there. In active speech, mainly simple common sentences are used. Great difficulties arise when using complex sentences. Insufficient formation and inaccurate differentiation of the forms of inflection and word formation is observed. Agrammatisms are observed in those forms that appear late in ontogeny. For example, the coordination of nouns and adjectives in the neuter gender, the use of complex prepositions "from behind", "from under". Very often there are no connecting links in complex sentences. There is a violation of complex forms of phonemic analysis and synthesis. Violations in the mastery of reading and writing are expressed.
Thus, at the third level of the OHR, the greatest difficulties are observed when constructing an arbitrary phrase.
2.3. Analytical information on the log point.
In September 2015, 25 children were enrolled in the speech therapy center of the preschool educational institution.
Of 25 children with speech impairments:
15 children have dysarthria, 10 children have dyslalia.
children with speech therapy conclusion FNR;
15children with a speech therapy report from the FFNR;
5 children with a speech therapy report OHP level 3-4;
3. Features of the implementation of the educational process
3.1 The goal, tasks and principles of the speech therapist teacher at the speech therapy center of the preschool educational institution for the implementation of correctional and developmental work with children with speech disorders.
The goal of the program is create conditions for the formation of a full-fledged phonetic and lexical-grammatical system of the language, the development of phonemic perception and the skills of initial sound analysis and synthesis in children with speech impairments (FNR, FFNR, ONR and other speech pathologies) enrolled in the speech therapy center of the preschool educational institution.
In the course of the correctional process,the following tasks:
early detection and timely prevention of speech disorders;
overcoming deficiencies in speech development;
education of articulation skills of sound pronunciation and development of auditory perception;
normalization of sound pronunciation and syllabic structure of the word;
development of skills in sound analysis and synthesis;
development of lexical and grammatical categories and coherent speech (monologue and dialogical speech).
Achieving this goal and solving problems is carried out taking into account the followingprinciples :
the principle of conformity to nature, i.e. synchronous alignment of speech and mental development of children with speech disorders;
ontogenetic principle, which takes into account the patterns of development of children's speech in the norm;
the principle of individualization, taking into account the possibilities, developmental characteristics and needs of each child;
the principle of recognizing each child as a full participant in the educational process;
the principle of supporting children's initiative and the formation of the cognitive interests of each child;
the principle of the concreteness and accessibility of educational material, the compliance of requirements, methods, techniques and conditions of education with the individual and age characteristics of children;
the principle of systematicity and interconnection of educational material;
the principle of gradual presentation of educational material;
the principle of concentric accumulation of information in each of the subsequent age groups in all five educational areas.
the principle of the relationship between work on various aspects of speech;
the principle of ensuring active language practice.
The main form of work with children isplay activity - the main form of activity of preschoolers. Allcorrectional and developmental (individual and subgroup) Gcd, in accordance with the Work Program are of a play nature, are full of various games and developmental play exercises and in no way duplicate school forms of education.
Thus, the main task of the Speech therapist Work Program for the 2017-2018 academic year is the acquisition of independent, coherent, grammatically correct speech and communication skills by children, the phonetic system of the Russian language, elements of literacy, which forms psychological readiness for schooling and ensures continuity with the next step in the general education system.
4. The target component of the work program of a speech therapist teacher of a preschool educational institution
4.1. Targets (planned results) in the educational area "Speech development"
The main idea of \u200b\u200bthe work program isIMPLEMENTATION OF EDUCATIONAL TASKS OF PRESCHOOL EDUCATION WITH THE INVOLVEMENT OF SYNCHRONOUS ALIGNMENT OF SPEECH AND MENTAL DEVELOPMENT OF CHILDREN WITH SPEECH DISORDERS ENROLLED AT THE DOW LOGO .
The results of mastering the working program of a speech therapist are presented in the form of target guidelines. In accordance with the Federal State Educational Standard for preschool education, the target guidelines for preschool education are determined regardless of the nature of the program, the forms of its implementation, and the characteristics of the development of children. Target guidelines are not subject to direct assessment in the form of pedagogical and / or psychological diagnostics and cannot be compared with the real achievements of children. The target guidelines presented in the Federal State Educational Standard of Education are common for the entire educational space of the Russian Federation. The targets of this Program are based on the Federal State Educational Standard of DO and the tasks of this work program.
The target guidelines of preschool education (at the stage of completion of preschool education) in accordance with the preschool program include the followingsocio-normative characteristics of the child's possible achievements :
The child is fluent in oral speech, can express their thoughts and desires, shows initiative in communication, knows how to ask questions, make inferences, knows and knows how to retell fairy tales, recite poetry, compose stories based on a series of plot pictures or a plot picture; he has formed elementary skills of sound-syllabic analysis, which ensures the formation of the prerequisites for literacy.
The child is curious inclined to observe, experiment; he has an initial knowledge of himself, of the natural and social world.
The child is capable of making his own decisions based on knowledge and skills in various activities.
The child is initiative, independent in various activities, is able to choose classes and partners for joint activities.
The child is active , successfully interacts with peers and adults; the child developed a positive attitude to himself, others, to various types of activity.
The child is able to adequately express their feelings , knows how to rejoice at success and empathize with the failures of others, is able to negotiate, tries to resolve conflicts.
The child has self-esteem , believe in yourself.
The child has a developed imagination , which implements in different types of activities.
The child knows how to obey the rules and social norms, capable of volitional efforts.
The child has developed large and fine motor skills, he is mobile and enduring, masters basic movements, can control his movements, knows how to control them.
Target guidelines serve as the basis for the continuity of preschool and primary general education.
The effectiveness of corrective speech therapy educational activities is monitored through diagnostic studies 2 times a year with subsequent adjustments to the individual plans (routes) of correction and to the content of the entire correctional and educational process.
The monitoring results are reflected in the speech maps of children, where the dynamics of correction of sound pronunciation and the development of speech functions of each child is noted, the final examination of the speech development of children at the speech center of the preschool educational institution, the annual report of the speech therapist teacher and the analysis of the effectiveness of the speech therapy station of the preschool educational institution. For diagnostics, the methods of speech therapy examination are used by T.B. Filicheva, G.V. Chirkina. The timing of the monitoring studies is September, May.
According to the goals and objectives of the educational area "Speech development", the main planned result of work in this area isACHIEVING EVERY CHILD A LEVEL OF SPEECH DEVELOPMENT ACCORDING TO AGE STANDARDS, PREVENTING POSSIBLE DIFFICULTIES IN ACCOMPLISHING SCHOOL KNOWLEDGE CAUSED BY SPEECH DISORDERS AND PROVIDING EQUIPMENT.
4.2. Interim planned results in the educational area "Speech development"
Child 5-6 years old, visiting a speech therapy center of a preschool educational institution, must have the following knowledge, skills and abilities:
Correctly articulates all delivered speech sounds in various phonetic positions and forms of speech;
Differentiates all learned sounds;
- freely uses speech to express his knowledge, emotions, feelings;
- in game interaction uses a variety of role statements.
- uses a variety of vocabulary in strict accordance with the meaning;
- uses complex sentences different types, various ways of word formation;
- compiles stories based on a plot picture, according to a set of pictures; from personal experience, consistently, without significant gaps, retells small literary works.
- is able to perform sound analysis of words of various sound structures;
- is able to qualitatively characterize the distinguished sounds (vowels, hard consonant, soft consonant, stressed vowel, unstressed vowel sound);
- uses the appropriate terms correctly.
Child 6-7 years old , graduated from the speech therapy center of the preschool educational institution, must have the following knowledge, skills and abilities in the educational area of \u200b\u200bthe Federal State Educational Standard "Speech Development":
Normalization of the phonetic side of speech:
Correctly articulates all sounds of the Russian language in various phonetic positions and forms of speech;
Differentiates all sounds;
Development of free communication with adults and children:
- is able to participate in a collective conversation (independently formulate and ask questions, answer questions with reasoning);
- uses speech fluently to establish contact, maintain and end a conversation.
Development of LHSR components (lexical side, grammatical structure of speech, coherent speech - dialogical and monologic forms) in various forms and types of children's activities:
- uses words of different parts of speech in strict accordance with their meaning, actively uses emotional and evaluative vocabulary and expressive means of language;
- uses a variety of word formation methods, complex sentences of different types, different linguistic means to connect parts of a sentence;
- independently retells and dramatizes small literary works, compiles descriptive and plot stories according to plan and model;
- names in sequence the words in a sentence, sounds and syllables in words, distinguishes between the concepts of "sound", "syllable", "word", "sentence".
Formation of sound analytical and synthetic activity:
- perceives a word and a sentence as independent units of speech, uses it correctly in his speech;
- able to divide sentences into words and make up from words (2-4);
- able to divide words into syllables (2-4) and compose from syllables;
- able to perform sound analysis of words;
- understands the meaningful role of the phoneme.
5. Substantial component of the work program of the preschool educational teacher-speech therapist.
5.1. Description of correctional educational activities in accordance with the directions of the child's speech development
The initial methodological basis for the content of correctional work at the speech therapy center of the preschool educational institution is the provisions developed in the domestic speech therapy by L.S. Vygotsky, R.E. Levina, L.E. Zhurova, T.B. Filicheva, G.V. Chirkina and others.
The work program of the speech therapist at the preschool educational institution for the 2017-2018 academic year is based on typical basicPROGRAMS taking into account the provisions of the preschool educational institution and federal state educational standards :
- THE PROGRAM OF LOGOPEDIC WORK TO OVERCOME PHONETIC-PHONEMATIC SPEECH DISORDERS IN CHILDREN (authors of the program T.B. Filicheva, G.V. Chirkina),
- PROGRAM OF LOGOPEDIC WORK ON OVERCOMING GENERAL SPEECH UNDER DEVELOPMENT IN CHILDREN (authors of the program T.B.Filicheva, G.V. Chirkina, T.V., Tumanova),
recommended by the Academic Council of the State Scientific Institution "Institute of Correctional Pedagogy Russian Academy education "for use in preschool educational institutions. The use of two programs at the same time is due to the presence at the speech therapy center of the preschool educational institution of children both with FNR and FFNR, and with OHR.
The content of correctional educational activities provides:
Identification of special educational needs of children with speech disorders;
Implementation of individually oriented medical and pedagogical assistance to children with speech disorders, taking into account the characteristics of psychophysical development and individual capabilities;
The possibility of mastering the main general educational program of preschool educational institutions by children with speech disorders and their integration in an educational institution.
In accordance with the specifics of the speech therapy center of the preschool educational institution, the educational area"Speech development" highlighted in the work program to the fore, since mastering the native language is one of the main elements of personality formation.
The main directions of work of a speech therapist teacher of a preschool educational institution on the correction and development of speech of children with speech disorders at a speech therapy station of a preschool educational institution in accordance educational area "Speech development" of the FSES DO are:
Education of the sound culture of speech (normalization of sound pronunciation) - the development of the perception of the sounds of native speech and pronunciation;
Formation of elementary awareness of the phenomena of language and speech (development of phonemic perception and hearing) - distinguishing between sound and words, finding the place of sound in a word;
Development of an active vocabulary - mastering the meanings of words and their appropriate use in accordance with the context of the statement, the situation in which communication takes place;
Formation of the grammatical structure of speech:
A) morphology (change of words by gender, number, case),
B) syntax (mastering various types of phrases and sentences),
C) word formation;
The development of coherent speech - monologue (storytelling) and dialogic (colloquial);
Fostering love and interest in the artistic word.
The content and organization of educational correctional and speech therapy activities in the conditions of a speech therapy center of a preschool educational institution
The effectiveness of correctional and educational work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process.
The content of correctional speech therapy work to overcome FFNR and OHR in children enrolled in the preschool speech center provides variability and personal orientation of the educational process, taking into account the individual capabilities and needs of children.
The form of organization of training at the speech therapy center of the preschool educational institutionsubgroup and individual ... In accordance with the Federal State Educational Standard for preschool children, the main form of work with preschoolers is play. The work program takes into account this provision, but assumes that occupation with the maximum use of play forms remains one of the main forms of work with children with speech impairments.
The organization of the speech therapist's activities throughout the year is determined by the tasks set by the Work Program. The academic year at the speech therapy center of the preschool educational institution is conditionally divided into 3 periods:
1 period - September - November;
Period 2 - December - February,
3rd period - March - May.
Speech therapy examination is carried out from September 1 to September 15. Speech therapy subgroup and individual lessons are held from September 15 according to the GCD regulations drawn up by a speech therapist teacher. By agreement with the administration of the preschool educational institution and the educators of the groups, the speech therapist can take children from all classes. Unlike a specialized preschool educational institution, the task of correcting speech activity in the system of work of a speech center is additional. Therefore, in the schedule of educational activities there is no time specially allotted for classes with a speech therapist. The regulations for speech therapy GCD are drawn up in such a way as not to interfere with the assimilation of the general education program and to provide an opportunity for parents, if necessary or willing, to participate in individual speech therapy classes: part of the speech therapy work is carried out in the afternoon (as a rule, classes with a speech therapist in the afternoon are held on Tuesday and Thursday).
In accordance with SanPin, the duration of subgroup lessons with children of the 6th year of life is 20-25 minutes, with children of the 7th year of life - 25-30 minutes. For subgroup lessons, children of the same age group are combined with speech disorders that are similar in nature and severity. Additionally, subgroup classes are conducted with children with OHP on the development of LHSR and coherent speech. The number of children in a subgroup is from 2 to 7 people.
The frequency of individual lessons is determined by the nature and severity of speech disorders, the age and individual psychophysical characteristics of children, the duration of individual lessons is 15-20 minutes. Children with FN and FFNR are engaged with a speech therapist 2 times a week, with OHR - 2-3 times a week.
The main goal of individual lessons is to select and use a set of articulatory exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, the speech therapist has the opportunity to establish emotional contact with the child, to activate control over the quality of sounding speech, correct a speech defect, smooth out neurotic reactions. In these lessons, the preschooler must master the correct articulation of each sound being studied and automate it in light phonetic conditions: in isolation, in the forward and reverse syllables, words of a simple syllable structure. Correctional and developmental work of a speech therapist teacher with a specific preschool student enrolled in a speech therapy center includes those areas that correspond to the structure of his speech defect.
The duration of correctional and developmental work is largely due to individual characteristics children. The approximate duration of classes with children with FNR is 6 months, FFNR - 1 year, OHR - 1-2 years. According to the regulation on the speech therapy center of the preschool educational institution, up to 25 children are engaged in the speech center during the year. The graduation of children is carried out throughout school year as their speech defects are eliminated. The results of speech therapy work are noted in the child's speech chart.
.
5.2. Description of variable forms, methods, methods and means of implementing the speech therapist's work program
Based on the goals and objectives of the Working program of the speech therapist, the following documents were drawn up, regulating the work at the speech therapy station of the preschool educational institution for the 2017-2018 academic year:
- Annual work plan a speech therapist teacher for the 2017-2018 academic year, which includes plans for working with preschool educational institutions, with parents, with children;
- Long-term work plan with children 5-6 years old with FNR, FFNR and OHR;
- Long-term work plan with children 6-7 years old with FNR, FFNR and OHR;
- Calendar-thematic plan on the formation of lexical and grammatical means of the language and the development of coherent speech in children with OHP;
- Individual correctional work plan for sound pronunciation at the speech therapy center of the preschool educational institution for the 2017-2018 academic year.
6. Organizational section of the program
Purpose, objectives, content and forms of speech therapy.
Establishing the causes of speech disorders, qualifications of their nature, severity, structure of the speech defect allow you to determine the goal, objectives, content and formsspeech therapy impact.
purpose - development of speech and correction of its deficiencies, as well as the formation of the ability to use speech as a means of communication for further successful socialization and integration into the environment of peers.
Tasks :
Examination of preschool educational institutions and identification of children in need of preventive and corrective assistance in the field of speech development among them.
Studying the level of speech, cognitive, social-personal, physical development and individual characteristics of children in need of speech therapy support, determining the main directions and content of work with each child.
Instilling communication skills in children.
Systematic implementation of the necessary preventive and corrective work with children in accordance with the plans of individual and subgroup lessons.
Conducting monitoring studies of the results of correctional work, determining the degree of speech readiness of children for schooling.
Formation of information readiness for speech therapy work in the teaching staff of preschool educational institutions and parents, assistance in organizing a full-fledged speech environment.
Coordination of the activities of teachers and parents in the framework of the speech development of children (encouraging parents to consciously engage in speech development of preschoolers in the family).
Organization of effective correctional and developmental support for children with various speech disorders.
To achieve the final result of correctional and educational activities - elimination of deficiencies in the speech development of preschoolers, the correction process is planned in accordance with the main stages and tasks of each stage, which can be represented in the form of the following model:
Content of correctional and developmental work is aimed at creating conditions for eliminating speech defects, at preventing possible consequences of speech defects.
The model of the organization of the correctional educational process.
StagesStage objectives
Result
Stage 1
original-
diagnostic
1. Collection of anamnestic data through the study of medical and pedagogical documentation of the child.
2. Carrying out the procedure of psychological, pedagogical and speech therapy diagnostics of children: studying the state of the child's speech and non-speech functions, clarifying the structure of the speech defect, studying the personal qualities of children, determining the presence and degree of fixation on the speech defect.
Determination of the structure of the speech defect of each child, tasks of the corr. work.
Stage 2
organizational
preparatory
1. Determination of the content of activities for the implementation of the tasks of correctional and educational activities, the formation of subgroups for classes in accordance with the level of formed speech and non-speech functions.
2. Designing individual routes for correcting speech disorders in accordance with the data obtained during speech therapy research.
3. Replenishment of the fund of the speech therapy office with teaching aids, visual didactic material in accordance with the drawn up work plans.
4. Formation of information readiness of preschool educational institutions and parents to carry out effective correctional and pedagogical work with children.
5. Individual counseling for parents - getting acquainted with the data of speech therapy research, the structure of a speech defect, defining the tasks of joint assistance to the child in overcoming this speech disorder, recommendations for organizing the child's activities outside the kindergarten.
Development of calendar-thematic planning of subgroups. classes; individual work plans; interaction of specialists
stov preschool educational institution and parents of a child with a violation. speech.
Stage 3
correctional
developing
1. Implementation of tasks defined in individual, subgroup correctional programs.
2. Psychological, pedagogical and speech therapy monitoring.
3. Coordination, clarification and adjustment of the measure and nature of the correctional-pedagogical influence of the subjects of the correctional-educational process.
Achieving a certain positive effect in eliminating deviations in speech development in children
Stage 4
the final
diagnostic
1. Carrying out a diagnostic procedure for a speech therapy study of the state of the child's speech and non-speech functions - assessing the dynamics, quality and stability of the results of correctional work with children (on an individual basis).
2. Determination of further educational (correctional and educational) prospects of children, graduates of preschool educational institutions - a group for children with speech disorders.
The decision to stop speech therapy work with a child, change its nature or continue speech therapy work.
It should be noted that this division of tasks into stages is rather arbitrary. So, the task of the organizational and preparatory stage - the determination of individual routes for the correction of speech disorders is implemented throughout the educational process, adjustments are made taking into account the presence or absence of the dynamics of correction. The replenishment of the fund of the speech therapy office with teaching aids, visual didactic material is carried out throughout the academic year.
2.3. Areas of work
The program of correctional work at the preschool level of education includes interrelated areas. These directions reflect its main content:
- diagnostic work ensures the timely identification of children with disabilities, their examination and preparation of recommendations for parents and teachers to help them in an educational institution;
- correctional and developmental work provides timely specialized assistance in mastering the content of education and correcting the shortcomings of children with disabilities in a preschool educational institution, contributes to the formation of communicative, regulatory, personal, cognitive skills;
- advisory work ensures the continuity of special support for children with disabilities and their families on issues of implementation, differentiated conditions of education, upbringing, correction, development and socialization of pupils;
- outreach work is aimed at explanatory activities on issues related to the peculiarities of the educational process for children with disabilities, their parents (legal representatives), and teaching staff.
The work of a speech therapist is built taking into account the age, individual characteristics of children, the structure of speech impairment, the stage of correctional work with each child, as well as his personal educational achievements. That is, the correctional and developmental process is organized on a diagnostic basis, which involves monitoring the speech development of speech pathology children (primary, final, and, if necessary, intermediate). The methodological literature containing diagnostic techniques and guidelines existing in speech therapy has been studied:
Trubnikova N.M. The structure and content of the speech map.
Povalyaeva M.A. Speech therapist reference book.
Kiryanov R.A. Comprehensive diagnostics and its use by a speech therapist in corrective work with children 5-6 years old. Materials for a specialist of an educational institution.
Semenovich A.V. Neuropsychological diagnostics and correction in childhood.
Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. Collection guidelines.
Inshakova O.B. Album for a speech therapist.
Konovalenko V.V., Konovalenko S.V. Express examination of phonemic hearing and readiness for sound analysis in preschool children.
A detailed study of these diagnostic techniques made it possible, with the help of compilation, to determine the most acceptable content of the examination procedure and determine the level of speech development of children. The received data is entered into a special computer program, which is a modern effective tool for monitoring (The software and diagnostic complex corresponds to the Federal State Educational Standard of DO: "Monitoring the speech development of children 2-7 years old." Publishing house "Teacher", 2014). This program allows you to automatically generate speech maps of children, thus, the monitoring results are reflected in the speech maps of children.
Monitoring data are used to design individual plans for correctional and developmental work (individual routes), adjust educational tasks, taking into account the achievements of children in mastering the program.
Correctional development work
The content of the correctional and developmental work of a speech therapist at a preschool educational institution is concretized in accordance with the categories of pupils with speech disorders: FN, FFNR, NVONR.
The effectiveness of correctional and developmental work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process: speech therapist, parent and educator. Speech therapy work is carried out in individual, subgroup lessons and microgroups. When recruiting groups for classes, not only the structure of speech impairment is taken into account, but also the psychoemotional and communicative status of the child, the level of his working capacity. Classes are organized taking into account the psycho-hygienic requirements for the regime of speech therapy classes, their structure, ways of interaction between the child and the teacher and peers. The implementation of health care for the protection of life and health of pupils in the educational process is ensured.
In correctional and developmental classes, with the help of special games and exercises, psycho-gymnastic sketches, conditions are created to increase the performance of children, overcome psycho-emotional stress, stabilize the emotional background, develop motivation to participate in activities organized by adults and prevent conflicts between children.
Speech therapy is carried out by variousmethods , among which visual, verbal and practical are conventionally distinguished.
Visual methods are aimed at enriching the content of speech, verbal methods are aimed at teaching retelling, conversation, storytelling without relying on visual materials... Practical methods are used in the formation of speech skills through the widespread use of special exercises and games. Practical methods include the modeling method and the project method.
The modeling method is one of the promising directions for improving the process of correctional - developmental education and is actively used in our kindergarten. The use of proxies and visual models develops the mental abilities of children. A child who owns the forms of visual modeling has the opportunity to apply substitutes and visual models in the mind, to imagine with their help what adults are talking about, to anticipate the possible results of their own actions. The introduction of visual models allows you to more purposefully consolidate skills in the process of correctional education.
Form of organization training - subgroup, mobile microgroups and individual. In accordance with the Federal State Educational Standard for preschool education, the main form of work with preschool children in all areas of development is play activity. The work program takes into account this provision, but assumes that the lesson remains one of the main forms of work with children with speech impairments with the maximum use of play forms within each lesson.
In accordance with SanPinami, the duration of subgroup lessons for the 6th year of life is 25 minutes, with children of the 7th year of life, 30 minutes. The organization of the speech therapist's activities throughout the year is determined by the tasks set by the work program. Speech therapy examination is carried out from September 1 to September 15. Speech therapy subgroup and individual lessons are held from September 15 according to the schedule drawn up by the speech therapist teacher. By agreement with the administration of the preschool educational institution and the educators of the groups, the speech therapist can take children from all classes. Unlike a specialized preschool educational institution, the task of correcting speech activity in the system of work of a speech center is additional. Therefore, in the schedule of educational activities there is no time specially allotted for classes with a speech therapist. The schedule of classes with a speech therapist is drawn up in such a way as not to interfere with the assimilation of the general education program and to provide an opportunity for parents, if necessary or willing, to participate in individual speech therapy classes: part of the speech therapy work is carried out in the afternoon.
For subgroup lessons, children of the same age group are united, having speech disorders similar in nature and severity, 7 people each.
Duration of classes with children: FN - up to 6 months; FFNR and FNR - 1 year; OHR IV lvl. - 1-2 years.
The graduation of children is carried out throughout the school year as their speech defects are eliminated. The results of speech therapy work are noted in the child's speech chart.
The frequency of individual lessons is determined by the nature and severity of speech disorders, the age and individual psychophysical characteristics of children, the duration of individual lessons is 15-20 minutes.
FN - 2 times a week;
FFNR - 2 times a week;
OHR IV level r - 2-3 times a week.
The duration of correctional and developmental work is largely due to the individual characteristics of children.
The maintarget individual lessons consists in choosing and using a set of articulation exercises aimed at eliminating specific violations of the sound side of speech, characteristic of dyslalia, dysarthria, etc. In individual lessons, a speech therapist has the opportunity to establish emotional contact with a child, activate control over the quality of sounding speech, correct a speech defect, smooth out neurotic reactions.
In these lessons, the preschooler must master the correct articulation of each sound being studied and automate it in facilitated phonetic conditions: in isolation, in the forward and reverse syllables, words of a simple syllable structure. Thus, the child is prepared for the assimilation of the content of subgroup activities.
Individual work for the correction and development of speech is built in the following main directions:
improvement of facial motor skills.
improving the static and dynamic organization of movements (general, fine and articulatory motor skills).
development of the articulatory and vocal apparatus;
development of the prosodic side of speech;
formation of sound pronunciation skills, phonemic processes;
clarification, enrichment and activation of the lexical stock in the process of normalizing the sound side of speech;
the formation of grammatical and syntactic aspects of speech;
development of dialogical and monologue speech.
Correctional and developmental work of a speech therapist with a specific pupil of a preschool educational institution includes those directions that correspond to the structure of his speech disorder.
Forward planning
speech therapy work for
preschool children
with speech disorders.
Examination of children. (September 1 - 15)
1. Examination of the state of speech and non-speech psychological functions.
2. Filling out speech cards for each child.
3. Questioning of parents and analysis of questionnaires.
I period
(September October November.)
Sound reproduction.
1. Clarification of the pronunciation of vowel sounds and the lightest consonants.
2. Preparation of the articulatory apparatus for the production of sounds.
3. Statement and initial consolidation of incorrectly pronounced and absent in pronunciation sounds (individual work).
1. Exercise children in highlighting stressed vowels[a], [y], [o], [and] at the beginning, in the middle and at the end of the word (autumn, poppy, cinema).
2. Introduce children to consonant sounds[m], [n] ; teach to highlight them at the beginning, at the end of a word.
3. Give an idea of \u200b\u200bvowel and consonant sounds, their differences.
4. Exercise children in sound analysis of reverse syllables:am, un .
1. To develop clear coordinated movements of the organs of the speech apparatus.
2. Teach children to inhale short and silently (without raising their shoulders), calm and smooth exhalation (without puffing out their cheeks).
3. Work on the formation of diaphragmatic breathing.
4. Form a soft voice attack. Develop in children the ability to use a quiet and loud voice.
Work on the syllabic structure of the word.
1. Work on the rhythm on non-verbal material.
2. Exercises for the development of dynamic hand praxis.
3. Exercises for the development of reciprocal hand coordination.
4. Formation of such spatio-temporal representations as:
beginning, middle, end; first, last.
5. Work on the rhythm and stress on the material of vowel sounds.
Vocabulary.
1. Kindergarten.
2. Man. Body parts.
3. Autumn.
4. Vegetables. Fruit.
5 Berries.
6. Mushrooms.
7. Human labor in nature.
8. Tools of labor.
9. Clothes. Footwear. Hats.
Development of the grammatical structure of speech.
1. Converting nouns to nominative singular plural.
2. Concordance of verbs with nouns singular and plural (the apple grows, the apples grow ).
3. Formation of nouns with diminutive suffixes on lexical topics.
4. Concordance of nouns with possessive pronounsmy .
5.Concordance of past tense singular verbs with nouns in gender (Katya drank. Dima drank ).
6. Development case endings nouns singular (genitive and accusative).
7. Education and use of relative adjectives in speech:woolen, silk, leather, etc.
8. Give a practical understanding of the concepts: word, sentence; words denoting an object and action.
9.Words answering questionswho? andwhat?
The development of coherent speech.
1. Drawing up simple common sentences.
2. Teaching children to ask questions and answer questions with a complete answer.
3. Teaching children to compose descriptive stories on the topics: "Autumn", "Vegetables. Fruits", "Clothes"
4. Teaching children to retell short stories.
5. Learning to compose riddles-descriptions.
The development of fine motor skills.
1: Stencil strokes and hatches.
2: Drawing up shapes, patterns, letters from sticks and mosaics.
Z. Finger gymnastics, exercises for coordination of speech with movement.
II period
(December January February)
Sound reproduction.
1. Continue to work on the formulation of incorrectly pronounced sounds that are absent in the speech of children (individual work).
2. Automation and differentiation of delivered sounds.
Development of phonemic analysis skills.
1. To consolidate the idea of \u200b\u200bvowels and consonants, their differences.
2. To give an idea of \u200b\u200bthe voicedness-deafness of consonants.
3. Introduce children to sounds[n], [b], [t], [d], [c], [f], [z], [k], [x] .
4. Differentiation of the studied voiced and voiceless consonants in an isolated position, in syllables and words.
5. Isolation of the studied sounds at the beginning, in the middle, at the end of the word.
6. Exercise children in sound analysis of backward and forward syllables:BA, DO .
Development of general speech skills.
1. Continue work on the development of physiological and speech respiration.
2. Work on the emotional responsiveness of children to what they saw and heard, actively develop the intonational expressiveness of their speech.
3. Development of the qualities of voice (strength, timbre).
Work on the syllable structure of the word:
1 Continue working on rhythm and stress on the material of vowel sounds, at the level of syllables (TA-TA-TA).
2. Work on monosyllabic and disyllabic words without concatenation of consonants.
Vocabulary.
Expansion and refinement of the vocabulary by topic:
1. Migratory birds.
2. Wintering birds.
3. Winter. Winter fun.
4. New Year... Christmas tree holiday.
5. Pets.
6. Poultry.
7. Wild animals.
8. Transport.
9. Defender of the Fatherland Day.
10. Male professions.
Development of grammatical structure.
1. Working out the case endings of nouns singular.
2. Coordination of nouns with adjectives in gender, number, case.
3. Coordination of numbers two and five with nouns.
4. Formation of possessive adjectives
Elena Priemshchikova
The main form of education in preschool educational institutions of a compensatory type for children of this category are speech therapy classeson which the development of the language system is carried out. When determining their content, it is important to identify both the structure of the defect and those potential speech abilities of the child that speech therapist uses in work.
Correctional and developmental job with preschoolers involves a clear organization of the stay of children in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of a speech therapist and educator.
1. Correctional, general education programs
3. Play equipment
4. Correctional games
5. Center for the development of fine motor skills in speech therapy office
6. Center for the development of fine motor skills in the compensatory focus group
7. Corner for individual lessons in speech therapy office
8. Corner for individual lessons in a group
9. Area for group lessons
10. Methodical zone
11. Speech therapy dollsused for articulatory gymnastics
12. Center for the development of coherent speech in the group
Software and methodological support of the office of the speech therapist MUSOSH # 1 S. Novoselitsky Diagnostic support
Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution. Collection of guidelines. –Spb .: Childhood-Press 2001Test diagnostics of the oral speech of primary schoolchildren. Toolkit. T.A. Fotekova-M .: Airis-press, 2007.
Diagnostics and correction of writing and reading disorders in younger students. R. I. Lalaeva, L. V. Venediktova-SPb .: Childhood-Press
Speech therapy album for the examination of the ability to read and write. Smirnova I.A.- SPb .: Childhood-Press, 2010
Technology of organizing speech therapy examination. Toolkit. O.E. Gribova.-M .: Iris-press, 2005.
Methods of psychological and speech therapy examination of children with speech disorders. Differential diagnosis issues. G.A. Volkova-SPb .: Childhood-Press, 2004.
Material for diagnosing a child's speech development before entering school.
Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V.-ROSMEN-Press, 2009
Didactic material on the examination of the speech of children.
Grammatical system. O.E. Gribova, T.P. Bessonova.- M.: ARKTI, 2001Didactic material on the examination of the speech of children. Sound side. Album 1. O.E. Gribova, T.P. Bessonova.- M.: ARKTI, 2001
Didactic material on the examination of the speech of children. Sound side. Album 2.O.E. Gribova, T.P. Bessonova.- M.: ARKTI, 2001
Program and methodological materials for speech therapy classes with younger students:
L.M. Kozyreva-Yaroslavl, Development Academy, 2006
.Software
Speech therapy lessons with schoolchildren: Mettus E.V., Litvina A.V., Turta O.S., Burina E.D.-SPb.: KARO, 2006
Logic problems .: Y. Sokolova-M., Eksmo, 2003
Workbooks for the development of speech to sounds (w, f; s, z, c; p, pb, l, l; h, w): N.V. Novotortseva-Yaroslavl, Academy of Development, 1996,2001
N.V. Nishcheva "Exercise book for the automation of pronunciation and differentiation of sounds w, w." FSES. Pedagogy. Publishing House "Childhood-Press" 2016
N.V. Nishcheva "Exercise book for the automation of pronunciation and differentiation of sounds p, p." FSES. Pedagogy. Publishing house "Childhood-Press", 2016
N.V. Nishcheva "Exercise book for the automation of pronunciation and differentiation of sounds l, l." FSES. Pedagogy. Publishing house "Childhood-Press", 2016
N.V. Nishcheva "A exercise book for automating the pronunciation of sounds [c], [h], [u], differentiation of sounds [c] - [s], [c] - [t"], [h] - [t "], [h ] - [s "], [u] - [s"], [u] - [h] ". FSES. Pedagogy. Publishing house "Childhood-Press", 2016
Zhukova N.S. "Lessons of a speech therapist". EKSMO, Moscow, 2014
Municipal government institution
"Scientific and Methodological Information Center"
Software and methodological support
correctional and developmental activities
teachers - speech therapist with students of the 1st grade
with phonetic - phonemic disorders
Belgorod 2014
Explanatory note
This program has been developed based on:
- Instructional letter of the Ministry of Education of Russia dated 12/14/2000 No. 2 "On the organization of the work of a speech therapy center of a general educational institution"; instructional-methodical letter "On the work of a speech therapist at a secondary school" / Ed. A.V. Yastrebova, T.B. Bessonova. M., 1996.
- Programs "Correctional and developmental education of 1st grade students with FFNR". Dorofeeva, L.V. Semenyuta. L. A. Small. (Correction of speech disorders in primary schoolchildren / Auth.-comp. CE. Dorofeeva, LV Semenyuta. LA Small. - M .: TC Sphere, 2011. (Library of the Speech therapist). (3)).
- LN Efimenkova "Correction of oral and written speech of primary school students" M-2010;
- LN Efimenkova, GG Misarenko "Organization and methods of correctional work of a speech therapist at a school speech center" TC Sphere, 2012.
- EV Mazanova "Correction of dysgraphia due to the violation of language analysis and synthesis" M .: Publishing house GNOM and D, 2009 .;
- EV Mazanova "Correction of optical dysgraphia" M .: Publishing house GNOM and D, 2009.
In the context of the implementation of the program, 60
hours (2 hours a week).The program is aimed at replenishing gaps in the sound and lexico-grammatical structure of speech.Purpose of the program: mastering the communicative function of the language by children in accordance with age standards. Eliminate the shortcomings of oral and prevention of violations of written speech in primary schoolchildren.
Objectives of the program:
- form full-fledged ideas about the sound-letter composition of a word;
- to form the skills of analysis and synthesis of the sound-syllable composition of the word;
- identify stressed and unstressed vowels;
- develop spatio-temporal representations;
- develop psychological prerequisites for learning;
- develop communicative learning readiness.
UUD:
Personal:
- have a positive attitude towards correctional classesunderstanding their necessity in order to become more successful in educational activities;
- phonetically and intonationally correctly formulate your speech;
- independently evaluate their own activities.
Regulatory:
- to determine the purpose of the activity in the lesson with the help of a speech therapist teacher;
- choose the most effective ways to solve problems depending on specific conditions;
- learn to correct and evaluate completed assignments.
Cognitive:
- search and selection of the necessary information;
- deliberately and voluntarily build a speech utterance in oral form;
- selection of the most effective ways to solve problems, depending on specific conditions;
- control and evaluation of the process and results of activities.
Communicative:
- carry out educational cooperation with the teacher and peers;
- independently or with the help of a speech therapist teacher, formulate your point of view;
- perform various roles in the group (leader, performer, critic).
Leading technology, its goals and objectives:
The technology of correctional and developmental education is used, the purpose of which is:
teach children to use the knowledge gained in independent speech, in written works.Children of this category experience persistent difficulties in mastering the program. primary education secondary school due to insufficient forced speech skills (the ability to clearly, in accordance with the norm, pronounce all the sounds of speech, distinguish them by ear, isolate them from the word; the presence of a sufficient vocabulary and a complete forced grammatical structure; the ability to speak coherently on topics accessible to the child's understanding) and psychological prerequisites for mastering educational activities.
Sound pronunciation and phonemic perception.
The safest of all is the state of sound pronunciation. The most common distortion of sonorant sounds, as well as sigmatisms. In some children, manifestations of infantile speech of the type of Light physiological tongue-tied language may persist. Difficulties are observed when pronouncing words that are difficult in the sound-syllable structure. The instability of these disorders is typical, their close dependence on fatigue. Automation and differentiation of delivered sounds takes a long time in these children.
Pupils make mistakes in the sound-letter and syllabic analysis of a word (the most typical mistake - when conducting sound analysis is "replacing it with syllabic analysis; that is, they do not highlight nearby vowel sounds or highlight sonorant sounds as an independent syllable).
Vocabulary.
Children of the considered group entering the first grade have a poor and poorly differentiated vocabulary... They confuse the names of similar objects, use generalized words hesitantly. They find that the verbal and adjective vocabulary is not differentiated: children in this category find it difficult to actualize a sufficient number of words on a specific topic.
Grammatical structure and coherent speech.
In the oral speech of first-graders with phonemic disorders, there is no such number of agrammatisms as in children with general speech underdevelopment. They basically change nouns correctly in cases, coordinate adjectives and verbs with nouns in gender and number. But this seeming absence of errors is primarily due to the fact that there are few adjectives in the speech of children, unstressed vowels are pronounced indistinctly, and most importantly, speech is limited to everyday topics familiar to the child. When trying to retell the text, drawing up a story from a picture, the number of errors in the grammatical design of the phrase increases sharply. Errors are revealed not only in management, but also in coordination. A more characteristic mistake is the omission of the preposition, there is also a mixture of prepositions.
Due to this in children of this category is observed:
a) insufficient understanding of educational tasks, instructions, instructions of the teacher;
b) difficulties in mastering educational concepts, terms;
c) difficulties in the formation and formulation of their own thoughts in the process of educational work.
The main methods of work in the lesson are methods of teaching in a group:
- gaming,
- clearly - demonstration,
- verbal.
Principles of speech therapy work:
- clarity,
- availability,
- consistency,
- complexity,
- development principle,
- ontogenetic principle.
Forms of organizing student activities:
- group;
- work in pairs;
- individual.
Academic-thematic plan
(Class 1 FFN)
n \\ n | Section name | Hours of study time | |
According to plan | Actually |
||
Vowel differentiation 1-2 rows | |||
Paired consonants | |||
Unpaired consonants | |||
Soft and hard marks | |||
Total: |
Requirements for the level of training
learnersAs a result of completing the program, students must:
know:
- vowels and consonants sounds and letters;
- definitions of concepts: sound, letter, syllable, word, stressed vowel, stressed syllable, unstressed vowel, unstressed syllable;
- distinguish among themselves: sounds and letters, vowels and consonants, syllables, words;
- differentiate sounds.
be able to:
- have a sufficiently developed speech to master the curriculum at the minimum basic level;
- distinguish mixed sounds by ear and pronunciation;
- identify stressed and unstressed vowels, syllables;
- to produce sound-letter parsing of syllables and words;
- select words for a given sound;
- compare words with similar sounds;
- determine the place and sequence of sound in words; vowels and consonants;
- determine the number of sounds and syllables in words;
- to produce sound, letter, syllabic analysis and synthesis of words;
- restore sentences with specified sounds.
Calendar-thematic planning
p / p | Qty | Section name and topics | the date of the | |
Plan | Fact |
|||
Differentiation of vowels 1-2 rows | ||||
Speech (speech function). The concept of sounds. | ||||
Letters. The difference between letters and sounds. | ||||
Vowel sounds [a] [o] [y] | ||||
Vowel sounds [s] [eh] | ||||
Vowel I | ||||
Differentiation of vowels A-Z | ||||
Vowel letter Ё | ||||
Vowel O-Yo Differentiation | ||||
Vowel Yu | ||||
Vowel differentiation U-Yu | ||||
Vowel I | ||||
Vowel differentiation Y-I | ||||
Vowel E | ||||
Vowel differentiation E-E | ||||
Control lesson on the section differentiation of vowels 1-2 rows | ||||
Paired consonants | ||||
Consonants | ||||
Differentiating vowels and consonants (analysis and synthesis exercise) | ||||
Voiced and voiceless consonants | ||||
Sounds [b] - [b`]. Letter B | ||||
Sounds [п] - [п`]. Letter P | ||||
Sounds [b] - [n]. Letters B-P | ||||
Sounds [in] - [in`]. Letter B | ||||
Sounds [ф] - [ф`]. Letter F | ||||
Sounds [in] - [f]. Letters V-F | ||||
Sounds [g] - [g`]. Letter G | ||||
Sounds [k] - [k`]. Letter K | ||||
Sounds [k] - [g]. Letters K-G | ||||
Sounds [d] - [d`]. Letter D | ||||
Sounds [t] - [t`]. Letter T | ||||
Sounds [d] - [t]. Letters D-T | ||||
Sounds [s] - [s`]. Letter C | ||||
Sounds [h] - [h`]. Letter Z | ||||
Sounds [s] - [h]. Letters S-Z | ||||
Sound [w]. Letter Ж | ||||
Sound [w]. Letter W | ||||
Sounds [w] - [w]. Letters Ж-Ш | ||||
Control lesson for the section paired consonants | ||||
Unpaired consonants | ||||
Sounds [s] - [w]. Letters S-W | ||||
Sounds [s] - [w]. Letters S-W | ||||
Sounds [h] - [f]. Letters З-Ж | ||||
Sounds [h] - [f]. Letters З-Ж | ||||
Sounds [c]. Letter C | ||||
Sounds [s] - [c]. Letters C-C | ||||
Sounds [h]. Letter H | ||||
Sounds [h] - [c]. Letters Ч-Ц | ||||
Sounds [u]. Letters Щ | ||||
Sounds [h] - [u]. Letters Ч-Щ | ||||
Sounds [h] - [u]. Letters Ч-Щ | ||||
Sounds [p] - [p ’]. Letters P | ||||
Sounds [l] - [l ’]. Letters L | ||||
Sounds [p] - [l]. Letters R-L | ||||
Sounds [l ’] - [th]. Letters L-Y | ||||
Control lesson on the section of unpaired consonants | ||||
Soft and hard marks | ||||
Soft sign at the end of a word | ||||
Soft mark in the middle of a word | ||||
Dividing soft sign | ||||
Separating solid mark | ||||
Control lesson by sectionsoft and hard marks | ||||
Final lesson |
for grade 1 group phonetic-phonemic speech underdevelopment
This program is designed for 60 hours, from September 15 to May 15. It includes 4 sections: vowel differentiation of 1-2 series, paired consonants, unpaired consonants, solid and soft marks... When studying each, different speech material is used: children's rhymes, counting rhymes, pure phrases, poetry, games and tasks for the development of logic and thinking.
- Differentiation of vowels 1 - 2 rows (15 hours)
Acquaintance with vowel sounds and letters. Isolation of vowel sounds in words (determination of the presence or absence of sound in a word), isolation of sound from the beginning and end of a word, determination of the sequence and number of sounds in a word. Work on the rhythmic side of speech. Acquaintance with the syllabic role of vowels.
2. Paired consonants (23 hours)
Acquaintance with consonants and letters. Isolation of consonant sounds in words (determination of the presence or absence of sound in a word), isolation of sound from the beginning and end of a word, determination of the sequence and number of sounds in a word, determination of the place of sound in a word relative to other sounds.
Differentiation of sounds, syllables and words with voiced and voiceless consonants. Differentiation of voiced and voiceless consonants in phrases, sentences and text. Correlation of consonants with symbols and "supports" for their designation in writing. Development of phonemic perception, attention, analysis and synthesis.3. Differentiation of sibilant, sibilant, affricate and sonorant sounds (16 hours)
Acquaintance with affricates and sonors. Consolidation of knowledge about whistling and hissing sounds. Correlation of sounds with symbols and "supports" for their designation in writing. Differentiation of whistling and hissing sounds in words, phrases, sentences and text. Differentiation of sonorous sounds in syllables, words, phrases and text. Correlation of sounds with symbols and "pillars" for designation in writing. Development of phonemic perception, phonemic hearing, attention, analysis and synthesis.
- Soft and hard marks (6 hours)
Acquaintance with soft and hard signs and their functions. Development of auditory differentiation of soft and hard consonants, skills of sound-letter analysis and synthesis, visual perception, auditory memory, attention and coordination of movements.
Forms and means of control
Lesson control is carried out in the form of an oral survey of students in the main areas of the studied material. Thematic control takes place at the end of each section, which is aimed at generalizing the knowledge gained and identifying the level of mastering the material covered.
At the end of the study of the program, students are given a control copying of the text and work with it. The purpose of which is to identify the level of knowledge, skills and abilities acquired. In conclusion, a qualitative assessment of the results obtained and further recommendations are given.
List of educational and methodological teaching aids
- "Speech therapy classes in primary school» ( toolkit) Chernikova G.S. - Irkutsk, 2001 - 113 p.
- Efimenkova L.N. Correction of errors caused by unformed phonemic perception. Issue 1 - M .: Knigolyub, 2003 .-- 144 p. - (Didactic material on corrective writing)
- Efimenkova L.N. Correction of errors caused by unformed phonemic hearing. Issue 2. Part 3 M .: Knigolyub, 2008. - 144 p. - (Didactic material on corrective writing)
- Kozyreva L. M. Getting acquainted with vowel sounds. Yaroslavl, 2006.
- Kozyreva L.M.And whistling, and hissing, and the most sonorous. Yaroslavl, 1999.
- Kozyreva L. M Riddles of sounds, letters, syllables. - Yaroslavl, 2006.
- Mazanova E. V. Learning to work with the text. Album of exercises for the correction of dysgraphia on the basis of impaired analysis and synthesis / E. V. Mazanov. - M: Publishing house GNOM and D, 2007. - 48 pages
- Mazanova E. V. Learning to work with the text. Abstracts of classes on the correction of dysgraphia on the basis of impaired analysis and synthesis / E. V. Mazanova. - M: Publishing house GNOM and D, 2007. - 117 pages.
- Mazanova E.V. Correction of optical dysgraphia. Summaries of classes for a speech therapist / E. V. Mazanov. - M: Publishing house GNOM and D, 2007. - 88 p.
- ... Mazanova E.V. Correction of Agrammatic Dysgraphia. Abstract
- Mazanova E.V. Speech therapy. Dysgraphia due to impaired language analysis and synthesis: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 1. - M .: OOO "Aquarium-Print", 2006. - 56 p. Ill.
- Mazanova E.V. Speech therapy. Overcoming writing disorders: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 2. - M .: OOO "Aquarium-Print", 2006. - 80 p. Ill.
- Mazanova E.V. Speech therapy. Dysgraphia due to impaired language analysis and synthesis, and agrammatic dysgraphia: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 3. - M .: OOO "Aquarium-Print", 2006. - 56 p. Ill.
- Mazanova E.V. Speech therapy. Agrammatic form of dysgraphia: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 4. - M .: OOO "Aquarium-Print", 2006. - 40 p. Ill.
- Mazanova E.V. Speech therapy. Optical dysgraphia: A set of notebooks for corrective speech therapy work with children with developmental disabilities. Notebook number 5. - M .: OOO "Aquarium-Print", 2006. - 72 pages. Ill.
Protocol No. 5
dated "___" June 201__
"Agreed"
Deputy Director for Water Resources Management MBOU "Secondary School No. ___ Belgorod"
_________
"___" August 201__
"I approve"
Director of MBOU "Secondary school
No. ___ Belgorod "
__________
Order No. ________
dated "___" August 201__
WORKING PROGRAMM
correctional and developmental classes
with students with phonetic and phonemic speech underdevelopment
1 class
201 __ / 201__ academic year